Relevant bibliographies by topics / Credential Effects

Academic literature on the topic 'Credential Effects'

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Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Credential Effects"

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DeWitt, Samuel E., and Megan Denver. "Criminal Records, Positive Employment Credentials, and Race." Journal of Research in Crime and Delinquency 57, no. 3 (November 14, 2019): 333–68. http://dx.doi.org/10.1177/0022427819886111.

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Objectives: To assess the impact of positive credentials on perceptions of individuals with criminal records and whether the effects of credentials differ by the type of conviction or the criminal record holder’s race. Methods: We present fictional job applicant details to a nationwide survey of American adults ( n = 5,822) using a factorial design. We manipulate whether the job applicant is Black or White and has a criminal record or not. Among those randomly assigned to have a criminal record, we also vary the type of felony (violent or drug), whether they report a positive credential, and the type of credential (if applicable). Results: Among those with criminal records, respondents viewed applicants with positive credentials more favorably than those without credentials. In fact, a supportive reference letter from a former employer mitigates most of the stigma from a criminal record. The results are consistent by applicant race as well as criminal record type, and our employer respondents react similarly to experimental conditions as compared to the overall sample. Conclusions: Our results suggest that the inclusion of positive credentials can help reduce criminal record stigma and aid in the normification process.
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Li, Amy Y., and Alec I. Kennedy. "Performance Funding Policy Effects on Community College Outcomes: Are Short-Term Certificates on the Rise?" Community College Review 46, no. 1 (December 8, 2017): 3–39. http://dx.doi.org/10.1177/0091552117743790.

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Objective: Performance funding (PF) policies allocate a portion of state funding to colleges based on student outcomes. This study is the first to account for policy type and design differences, and explores the impact of performance funding on three levels of credential completions: short-term certificates, medium-term certificates, and associate’s degrees. Method: We create a panel dataset of 751 two-year colleges from years 1990 to 2013 using data from the Integrated Postsecondary Education Data System. We conduct a series of analyses using difference-in-differences with the inclusion of college- and state-level control variables. Results: We find that, on average, performance funding produces no significant changes in completions of any of the three credentials. Policy types characterized by a greater proportion of funding tied to the base budget, mission differentiation in performance metrics, inclusion of underrepresented student metrics, and longer periods of operating years produce an increase in short-term certificates, no significant change in medium-term certificates, and a decrease in associate’s degrees. Contributions: This study’s findings suggest that because awarding more short-term certificates is a relatively quick and cost-effective way to capture performance funds, colleges might be engaging in a path of least resistance by churning out short-term certificates and redirecting focus away from associate’s degrees, which is concerning given that short-term certificates generally offer limited labor market benefits compared to medium-term certificates and associate’s degrees. Our results also underscore the importance of policy designs in explaining differential impacts on credential completion.
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Xiu, Lin, and Morley Gunderson. "Credential Effects and the Returns to Education in China." LABOUR 27, no. 2 (April 12, 2013): 225–48. http://dx.doi.org/10.1111/labr.12009.

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Banerjee, Rupa, Feng Hou, Jeffrey G. Reitz, and Tingting Zhang. "Evaluating Foreign Skills: Effects of Credential Assessment on Skilled Immigrants’ Labour Market Performance in Canada." Canadian Public Policy 47, no. 3 (September 1, 2021): 358–72. http://dx.doi.org/10.3138/cpp.2021-014.

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Formal educational qualification is increasingly built into immigrant selection systems in many countries, but in a global context, the transferability and portability of such qualifications has been questioned. In 2013, Canada introduced the requirement for a formal assessment of educational credential equivalence for applicants in the skilled worker category. In this study, we use a Canadian national immigration database and difference-in-differences methodology to investigate whether requiring formal Educational Credential Assessment (ECA) as part of the selection process for skilled immigrants has improved labour market outcomes. Our results indicate that the ECA requirement is positively related to early employment rates and earnings for both men and women. However, this effect is limited to those with no previous employment experience in Canada. We also find that, even with the ECA requirement, significant differences in the earnings of immigrants from different source regions remain. Implications and recommendations are discussed.
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Holzer, Harry J., and Zeyu Xu. "Community College Pathways for Disadvantaged Students." Community College Review 49, no. 4 (April 15, 2021): 351–88. http://dx.doi.org/10.1177/00915521211002908.

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Objective: We estimated the correlations between the “pathways” chosen by community college students—in terms of desired credentials and fields of study, as well as other choices and outcomes along the paths—and the attainment of credentials with labor market value. We focused on the extent to which there were recorded changes in students’ choices over time, whether students made choices informed by their chances of success and by labor market value of credentials, and the impacts of choices on outcomes. Method: Using micro-longitudinal administrative data on a full cohort of Kentucky community college students, we provide summary data on a range of pathway characteristics and outcomes, as well as binomial and multinomial logit estimates of how pathway characteristics affect the odds of completing different kinds of credentials. Some of the logit estimates were based on random or fixed effects models. Results: We found that several characteristics of chosen pathways, such as field of study and desired credential as well as early “momentum,” affected outcomes. Student choices of pathways—and especially differences by gender and academic readiness—sometimes ran strongly counter to information about later chances of success in terms of probabilities of completing programs and attaining strong earnings. Students also changed pathways quite frequently, making it harder to accumulate the credits needed in their fields. Contributions: Attainment of credentials with greater market value by community college students could likely be improved by appropriate guidance and supports for them along the way and perhaps by broader institutional changes as well.
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Abdul Latip, Muhammad Safuan, Farhana Tahmida Newaz, and Ravindran Ramasamy. "Students' Perception of Lecturers' Competency and the Effect on Institution Loyalty: The Mediating Role of Students' Satisfaction." Asian Journal of University Education 16, no. 2 (August 6, 2020): 183. http://dx.doi.org/10.24191/ajue.v16i2.9155.

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The study investigated the impact of lecturers’ competencies on student satisfaction and student loyalty involving a total of four exogenous variables, namely, knowledge and credential, pedagogy knowledge and skill, industrial experience, and motivation of the lecturers. The mediating effect of student satisfaction was tested. The target population of the study comprised a total of 1,055,245 active students enrolled in bachelor’s degree, master’s degree, and doctoral degree programmes in Malaysia. A total of 386 valid responses were obtained through a traditional questionnaire method in eight higher education institutions. The findings revealed that, knowledge and credential, industrial experience, and motivation of lecturers all have significant positive relationships with students’ satisfaction. On the other hand, only the motivation of lecturers was found to have positive effects on student loyalty towards the institution. Students’ satisfaction was found to mediate the relationships of knowledge and credential, industrial experience and motivation of lecturers toward student loyalty. The outcome of the study also accentuated the importance of maintaining and delivering a good service quality by the institution, achieved primarily through competent lecturers as this will lead to student loyalty and institutional sustainability. In return, students will have a better understanding of the subjects taught, and the institution will be likely to sustain and to have a positive brand awareness in the market.
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Waters, Johanna L. "In Pursuit of Scarcity: Transnational Students, ‘Employability’, and the MBA." Environment and Planning A: Economy and Space 41, no. 8 (August 2009): 1865–83. http://dx.doi.org/10.1068/a40319.

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‘Credential inflation’ is perhaps one of the more contentious consequences of the recent expansion of higher education. Concerns over the effects of credential inflation have spawned a number of debates around concepts of ‘employability’ and postgraduate learning. In the contemporary knowledge-based economy, it is argued, the employability of young graduates is increasingly dependent upon their ability to maintain ‘positional advantage’ in a labour market characterised by ‘boundaryless careers’. I examine these debates in the context of East Asia. Here, young people's positional advantage is sought, firstly, through the acquisition of an international first degree, obtained at an overseas institution. However, with more and more middle-class students going abroad for their education before returning to seek work, the ‘overseas degree’ is also increasingly subject to devaluation through credential inflation. I highlight the significance of postgraduate education and particularly the Masters of Business Administration (MBA) for young, overseas-educated, graduates in Hong Kong. I argue that the MBA is now seen as a vital supplement to an overseas undergraduate education and as part of an extended temporal and spatial process of study, in the face of prevalent discourses of ‘employability’, individual responsibility, and the need for the continual upgrading of skills.
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Saenz, Marisa B., Vandana Nandakumar, and Maria Adamuti-Trache. "A Comparative Study of High School Students' Math Achievement and Attitudes: Do Math Teacher Qualifications Matter?" International Journal of Education in Mathematics, Science and Technology 11, no. 2 (January 20, 2023): 304–22. http://dx.doi.org/10.46328/ijemst.2528.

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Using nationally representative High School Longitudinal Study of 2009 data, this quantitative study examined how math teacher qualifications affect U. S. 9th graders’ math achievement and attitudes. The study is guided by the Cognitive Apprenticeship Theory that emphasizes that expert teachers enable students to learn as apprentices and construct knowledge within the activity, context, and culture in which it is learned. The study shows that not only does cognitive apprenticeship enable skill development and knowledge acquisition, but it shapes student math self-efficacy and interest in the subject, and it develops their math identity if students viewed math teachers as role models. The study employs a comparative research design to explore the main effects and interaction between teachers’ credential type and field of study degree on student outcomes. One notable finding is that teacher credentials (i.e., level of education certification) affected student math achievement and math identity but had weaker effects on math self-efficacy, math utility and interest in math courses. Second, holding a math degree affected students’ math achievement and math identity, while holding a degree in education had some positive effects on increasing students’ interest in math courses. Results have direct implications for the field of Mathematics Education showing that teacher qualifications affect student beliefs and attitudes toward mathematics.
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Ross, Catherine E., and John Mirowsky. "Refining the Assocation between Education and Health: The Effects of Quantity, Credential, and Selectivity." Demography 36, no. 4 (November 1999): 445. http://dx.doi.org/10.2307/2648083.

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Bol, Thijs, Christina Ciocca Eller, Herman G. van de Werfhorst, and Thomas A. DiPrete. "School-to-Work Linkages, Educational Mismatches, and Labor Market Outcomes." American Sociological Review 84, no. 2 (March 18, 2019): 275–307. http://dx.doi.org/10.1177/0003122419836081.

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A recurring question in public and scientific debates is whether occupation-specific skills enhance labor market outcomes. Is it beneficial to have an educational degree that is linked to only one or a small set of occupations? To answer this question, we generalize existing models of the effects of (mis)match between education and occupation on labor market outcomes. Specifically, we incorporate the structural effects of linkage strength between school and work, which vary considerably across industrialized countries. In an analysis of France, Germany, and the United States, we find that workers have higher earnings when they are in occupations that match their educational level and field of study, but the size of this earnings boost depends on the clarity and strength of the pathway between their educational credential and the labor market. The earnings premium associated with a good occupational match is larger in countries where the credential has a stronger link to the labor market, but the penalty for a mismatch is also greater in such countries. Moreover, strong linkage reduces unemployment risk. These findings add nuance to often-made arguments that countries with loosely structured educational systems have more flexible labor markets and produce better labor market outcomes for workers. An institutional environment that promotes strong school-to-work pathways appears to be an effective strategy for providing workers with secure, well-paying jobs.
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Dissertations / Theses on the topic "Credential Effects"

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Davis, Travis J. "Effects of Child Development Associate Credential System 2.0 on Candidate Success Rates." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822791/.

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The purpose of this research was to identify the impact of process changes that have been made to the Child Development Associate (CDA) credential, which is a beginning early childhood teacher credential that focuses on competency based standards widely seen as necessary for early childhood teachers to possess. The process in which early childhood teachers receive their credential changed in 2013 with the implementation of CDA credential 2.0. Changes included taking a computerized exam and the implementation of a professional development specialist conducting an on-site classroom observation. In order to determine the impact that CDA 2.0 had on teacher credentialing success rates, a mixed-method sequential design was employed. First, existing data sets of success rates from a national scholarship program were reviewed. Following, interviews with CDA credential seekers were conducted. Findings revealed that while candidate success rates increased for those receiving CDA credentials under the 2.0 system, the actual number of candidates receiving scholarships to pursue the CDA credential through the national scholarship program decreased. Qualitative analysis of the semi-structured interviews indicated that three areas that impacted CDA 2.0 candidate success rates were the professional education programs and instructors, the CDA Exam, and Professional Development Specialists. This is the first research study to examine the CDA credential process. The findings demonstrate that the 2.0 system provides candidates with necessary supports to be successful. A significant question arising out of the data is how a determination is made to issue a credential. Before QRIS and public policy initiatives employ more efforts to professionalize the field of early childhood – primarily through the CDA credential – the process by which one obtains a credential should be more thoroughly examined.
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Cheung, Stephen L. "Credentials and Learning in the Labour Market for Young Australians." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1695.

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This thesis reports two tests of information-based theories of the returns to education, in the labour market for young Australians. The first is a test of whether these returns increase discontinuously with credentials such as high school graduation and university degrees. The second is a test of employer learning based upon how the returns to education, and to measures of ability not initially observed by employers, evolve with experience. These tests are conducted using a new data source which tracks individuals during the years in which they are entering and establishing themselves in the labour market, the period during which such credential and learning effects are most likely to be important. It is found that there are large and highly significant credential returns to completion of bachelor’s degrees, of 14% for males and 10% for females. For males, around 39% of the returns to 15 years of education (relative to 9 or fewer years) are attributable to credential effects, while the corresponding figure for females is 36%. These effects are stronger among workers who were recruited through hiring channels that convey less initial information to employers. There is also evidence that post-secondary admission or attendance without completion of a credential may itself have a sorting effect in the labour market. In the employer learning estimates, when parental education is used as a measure of ability observed by the researcher but not initially by employers, it is found to become increasingly correlated with wages as experience accumulates. However, no such result is found when a standardised test score is used as the ability variable – apparently because the information captured by this score is already observed by employers at the time of labour market entry. When the model is estimated separately by occupational class, the finding of employer learning holds only among white-collar workers. This may be due to the types of attributes that are reflected in parental education as a measure of initially unobserved ability.
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Fröhlich, Annika [Verfasser], and Susanne [Akademischer Betreuer] Warning. "Yet Another Credential? The Determinants and Effects of Doctoral Education / Annika Fröhlich ; Betreuer: Susanne Warning." Augsburg : Universität Augsburg, 2019. http://d-nb.info/1181693314/34.

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Fröhlich, Annika Verfasser], and Susanne [Akademischer Betreuer] [Warning. "Yet Another Credential? The Determinants and Effects of Doctoral Education / Annika Fröhlich ; Betreuer: Susanne Warning." Augsburg : Universität Augsburg, 2019. http://nbn-resolving.de/urn:nbn:de:bvb:384-opus4-448122.

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Pagkos, Joseph G. "The effects of chronological age, gender, and type of professional credential, on the resume' selection of the position of special education administrator /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768748581009.

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Cheung, Stephen. "Credentials and Learning in the Labour Market for Young Australians." 2006. http://hdl.handle.net/2123/1695.

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Doctor of Philosophy
This thesis reports two tests of information-based theories of the returns to education, in the labour market for young Australians. The first is a test of whether these returns increase discontinuously with credentials such as high school graduation and university degrees. The second is a test of employer learning based upon how the returns to education, and to measures of ability not initially observed by employers, evolve with experience. These tests are conducted using a new data source which tracks individuals during the years in which they are entering and establishing themselves in the labour market, the period during which such credential and learning effects are most likely to be important. It is found that there are large and highly significant credential returns to completion of bachelor’s degrees, of 14% for males and 10% for females. For males, around 39% of the returns to 15 years of education (relative to 9 or fewer years) are attributable to credential effects, while the corresponding figure for females is 36%. These effects are stronger among workers who were recruited through hiring channels that convey less initial information to employers. There is also evidence that post-secondary admission or attendance without completion of a credential may itself have a sorting effect in the labour market. In the employer learning estimates, when parental education is used as a measure of ability observed by the researcher but not initially by employers, it is found to become increasingly correlated with wages as experience accumulates. However, no such result is found when a standardised test score is used as the ability variable – apparently because the information captured by this score is already observed by employers at the time of labour market entry. When the model is estimated separately by occupational class, the finding of employer learning holds only among white-collar workers. This may be due to the types of attributes that are reflected in parental education as a measure of initially unobserved ability.
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Lam, Chung. "An empirical examination of the effects of professional credentials on personal financial planning practitioners’ income in Hong Kong." Thesis, 2013. http://hdl.handle.net/1959.13/1036455.

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Professional Doctorate - Doctor of Business Administration
The objective of this dissertation is to empirically investigate the effect of professional credentials on personal financial planning practitioner’s income in Hong Kong. Financial planning in Hong Kong is relatively new among financial services, dating back only to the early 2000s. The financial planning industry in Hong Kong is largely unregulated, and professional certification is not required to act as a financial planner. Regardless, many individuals working in the financial planning field choose to undertake one or more professional certifications, such as a CERTIFIED FINANCIAL PLANNERCM (the most common and most highly regarded) and others. There are currently over 66,000 CFPcertified financial planners in Hong Kong, along with an unknown number of other certifications. This study seeks to investigate why individuals undergo certification in the absence of external regulatory requirements. We employ human capital and inequality theories to describe the process of certification as a voluntary investment in knowledge and skill building, and then posit that this would only be justified if there were an expected financial return in the form of higher income. Utilising data from a sample of 5,019 financial planning professionals from a single Hong Kong insurance firm, we examine the relationship between earnings and certification, human capital factors (education and experience), and demographic factors (age and sex). The empirical results indicate that certification, level of education, experience, gender and age do impact on the earnings of financial planners in Hong Kong. The results also reveal that a cluster of certifications do impact on earnings of financial practitioners with four certifications (CFP, LUTCF, FCHCP, and RFC) all of which are highly associated with higher incomes, while only one, the RFP, was not. The RFP was also the least popular certification among financial planners. These findings, taken together, have two implications. First, certification is a path to increased income. Second, certifications do have different market values, thus offering an insight into why individuals choose one form of certification over another. Finally, company policy makers as well as regulators should take cognizance of the rewards associated with certification in order to determine whether it is worthwhile to mandate professional certification of financial planners in the financial services industry in Hong Kong.
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Books on the topic "Credential Effects"

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Clotfelter, Charles T. Teacher credentials and student achievement in high school: A cross-subject analysis with student fixed effects. Cambridge, MA: National Bureau of Economic Research, 2007.

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College, St Antony's, ed. Social mobility in contemporary Japan: Educational credentials, class and the labour market in cross-national perspective. London: Macmillan in association with St. Antony's College, Oxford, 1993.

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Ishida, Hiroshi. Social mobility in contemporary Japan: Educational credentials, class and the labour market in a cross national perspective. Basingstoke: Macmillan in association with St Antony's College, Oxford, 1993.

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Social mobility in contemporary Japan: Educational credentials, class and the labour market in a cross-national perspective. Stanford, CA: Stanford University Press, 1993.

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Ishida, Hiroshi. Social mobility in contemporary Japan: Educational credentials, class and the labour market in a cross-national perspective ; foreword by John H. Goldthorpe. Stanford, CA: Stanford University Press, 1992.

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Social Mobility in Contemporary Japan: Educational Credentials, Class and the Labour Market in a Cross-National. Stanford University Press, 1995.

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Ishida, Hiroshi. Social Mobility in Contemporary Japan: Educational Credentials, Class and the Labour Market in a Cross-National Perspective. Palgrave Macmillan, 1995.

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Shubhankar, Dam. Part IV Separation of Powers, Ch.18 Executive. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198704898.003.0018.

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This chapter examines the place and role of the executive within India’s constitutional scheme. It begins with an overview of the office of the President of India and the Governor that heads each State, before turning to a discussion of the council of ministers, the role of the Prime Minister and the chief ministers, and their terms of office. It then considers the principal offices that comprise the executive, along with their appointments, powers, and functions, and the relationship between the formal and real heads of the executive. It also outlines the powers and functions of the executive and the range of discretionary powers vested in the President and Governors, as well as their effect, if any, on parliamentary credentials.
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Coady, C. A. J., Ned Dobos, and Sagar Sanyal, eds. Challenges for Humanitarian Intervention. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198812852.001.0001.

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An enduring concern about armed humanitarian intervention, and the ‘Responsibility to Protect’ doctrine that advocates its use under certain circumstances, is that such interventions are liable to be employed as a foreign policy instrument by powerful states pursuing geopolitical interests. This collection of essays critically investigates the causes and consequences, as well as the uses and abuses, of armed humanitarian intervention. Some of the chapters interrogate how the presence of ulterior motives impact on the moral credentials of armed humanitarian intervention. Others shine a light on the potential adverse effects of such interventions, even where they are motivated primarily by humanitarian concern. While some of these unwanted consequences will be familiar to readers, others have been largely neglected in the scholarship. The volume also tracks the evolution of the R2P norm, and draws attention to how it has evolved, for better or for worse, since UN member states unanimously accepted it over a decade ago. In some respects, the norm has been distorted to yield prescriptions, and to impose constraint, fundamentally at odds with the spirit of the R2P idea. This gives us all the more reason to be cautious of unwarranted optimism about humanitarian intervention and the Responsibility to Protect.
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Book chapters on the topic "Credential Effects"

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Wästlund, Erik, and Simone Fischer-Hübner. "The Users’ Mental Models’ Effect on their Comprehension of Anonymous Credentials." In Privacy and Identity Management for Life, 233–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20317-6_12.

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Katsikas, Dimitris. "European Union’s Democratic Legitimacy after the MoUs: The Political Legacy of an Economic Crisis." In Financial Crisis Management and Democracy, 111–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54895-7_5.

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AbstractThis chapter focuses on two significant aspects of crisis management in the Eurozone: (a) its democratic legitimacy and (b) its socioeconomic consequences. The two issues are very important, since both the socioeconomic effects of an adjustment program and its democratic credentials determine to a large extent its “ownership” by local societies and consequently its chances of success. Effectively, these two aspects refer to the “input” and “output” side of democratic legitimacy, that is, to legitimation through democratic processes and representation, and policy outcomes respectively. The analysis evaluates the first aspect of the legitimacy equation using criteria derived from democratic theory and applying them to the governance structure of the bailout programs. On the second aspect of legitimacy, that of outcomes, the socioeconomic consequences of the crisis management are reviewed, and their distributive aspects discussed. The chapter demonstrates that the EU’s legitimacy has suffered along both aspects as a result of the crisis and the way it was handled. This leaves the EU in a particularly vulnerable state in the event of a future crisis.
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Vallas, Steven. "Manufacturing Knowledge." In Social Dimensions of Information Technology, 236–54. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-86-5.ch014.

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Research on the restructuring of work has tended to neglect the autonomous effects that symbolic or cultural influences can have on the utilization of new technologies. This article draws on fieldwork conducted in three pulp and paper mills to explore the symbolic boundaries that occupational groups bring to bear on the process of workplace automation. As sophisticated technologies and management methods were introduced, process engineers engaged in subtle yet important efforts to portray manual workers’ knowledge in derisive terms. Such boundary work led managers to institute credential barriers that restricted manual workers’ opportunities, eventually enabling engineers to gain exclusive control over analytic functions as their own “natural” domain. The study suggests that symbolic representations can have powerful consequences for the restructuring of work, reproducing social inequalities even when new technologies render them unnecessary.
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Porter, Tameka. "Mismatched Students, Missed Opportunities." In Advances in Educational Marketing, Administration, and Leadership, 299–328. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8860-4.ch014.

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Theoretical frameworks on mismatch, rooted in affirmative action literature, provide divergent conclusions on how overmatch, a synonym for affirmative action, and undermatch shape degree completion outcomes for Black undergraduates at selective postsecondary institutions. Through examining data from the 2003–2009 Beginning Postsecondary Students Longitudinal Survey, this study creates an academic index that estimates the precollege academic credentials of approximately 650 Black, first-time undergraduates enrolled at the top three tiers of selective colleges during the 2003–04 academic year to examine the effects of undermatching or attending a college that is less rigorous than a college that matches their precollege academic record. The findings suggest that overmatched Black students who enrolled at the most selective institutions were far more likely to graduate than students with similar precollege academic credentials who enrolled at their best academic match. The results also indicate that undermatching had an adverse effect on degree completion rates.
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Brauer, Sanna, and Anne-Maria Korhonen. "360-Degree View of Digital Open Badge-Driven Learning." In Innovations in the Design and Application of Alternative Digital Credentials, 95–130. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7697-7.ch005.

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This chapter describes alternative credentialing practices related to competence-based open badges and their different audiences. The authors provide insights into different theoretical approaches to digital badging practices that could potentially support a competence orientation in continuous professional development and enhance lifelong learning. One aim of this chapter is to summarise the first European doctoral dissertation to address digital open badges and digital open badge-driven learning. The authors offer novel insights into reforms in education aimed at addressing students' individual interests and meeting the recognised needs of working life. They also present a set of innovative Finnish applications of digital open badge-driven learning in the context of educational research. Moreover, they describe the potential of badges as a tool to build ePortfolios. This chapter draws attention to the motivational effects of digital badging and the use of ePortfolios as an informative and interesting way to demonstrate competences in different contexts.
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Kendrick, Kaetrena Davis, and Echo Leaver. "The Code of Ethics and Workplace Behaviors." In Human Rights and Ethics, 1063–93. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6433-3.ch058.

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An investigative study was performed to better understand the practical influence of the American Library Association's Code of Ethics on the workplace behaviors and decisions of academic librarians. Participants in this investigative study were credentialed academic librarians working in North American college and university libraries, and this chapter focuses on academic librarians who hold leadership positions in management and administration. Study results show no significant results between COE familiarity and effects on ethical behaviors in the workplace; however, these results have implications for the debate surrounding enforcement of the COE and offer some insight into the links between the challenges of succession planning, leadership, and ethical behaviors in academic library environments.
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"Introduction." In Plato: Republic X, translated by S. Halliwell, 1–31. Liverpool University Press, 1988. http://dx.doi.org/10.3828/liverpool/9780856684067.003.0001.

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This chapter introduces Book X of the Republic, which is the largest and greatest work written by Plato. It talks about the nature of justice as the major theme of the Republic, which comes to be interpreted as the central value in both the unity of human societies and the harmony of individual souls. It also discusses how Book X has sometimes been judged an 'after thought' or later addition to the rest of the Republic and how its status may be regarded as that of a coda that completes the larger design. This chapter looks at the argument of Book X, which unfolds in stages that reflect the nature of exploratory dialectic. It also describes major elements of Book X, which includes a renewed challenge to the credentials and effects of poetry, an argument for the immortality of the soul, and a mythical vision of the realization of justice.
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Donovan, Tricia, and Janet Paterson-Weir. "eCampusAlberta." In Global Challenges and Perspectives in Blended and Distance Learning, 124–36. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3978-2.ch010.

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eCampusAlberta is one of the fastest growing online consortia in North America. It currently provides over sixty credentials fully online to learners in hundreds of communities across Alberta, Canada. Developed in 2002, eCampusAlberta is a consortium of fifteen publicly funded colleges, polytechnics, and universities in western Canada. This strategic partnership was developed by senior executives across the institutions in an effort to increase access to online learning opportunities province-wide. The consortium leveraged existing networks of senior executive officers and informed leaders across the member institutions to build a framework to support the implementation of the consortium. Since its inception, eCampusAlberta has inspired collaboration across member institutes and has had a significant transformative effect on the post-secondary landscape in Alberta. To date, over 47,000 learners have participated in courses offered via the consortium.
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Moore, Robyn M., and Victoria J. Mabin. "Reaching Community Consensus on Reforms for More Sustainable Urban Water Management Systems." In Systems Research for Real-World Challenges, 67–101. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5996-2.ch003.

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Reaching community consensus on water reforms was the motive—and the challenge—for this operational research. While water is comparatively abundant in New Zealand, a pattern of decline in the quality of water resources has persisted. Living up to its “clean, green” image is a significant goal for New Zealand, with high economic value derived from the effects of its globally recognized environmental credentials on key exports like tourism and agriculture. A 2009 government task force suggested that a “business as usual” approach is untenable, and water reform should be a priority. This systems study examines the challenges—and opportunities—facing Kāpiti, a rapidly growing coastal community, with water scarcity and quality constraints that had long prevented them from meeting their sustainable development objectives. The authors used a stakeholder typology to identify system stakeholders, Theory of Constraints (TOC) to examine their perspectives, causal loop diagrams to highlight potential negative outcomes, and TOC to design appropriate interventions.
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Bartley, Mel. "Unemployment and mental health." In Oxford Textbook of Public Mental Health, edited by Dinesh Bhugra, Kamaldeep Bhui, Samuel Y. S. Wong, and Stephen E. Gilman, 141–50. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198792994.003.0016.

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The effect of mass unemployment on an Austrian community was one of the first examples of the practice of public mental health. In the 86 years and three more recessions that have followed, the study of the relationship between unemployment and mental health has been revolutionized. From community studies to studies of individuals to research taking account of the whole of the life course, we are now rediscovering the importance of social and economic context. It has become clear that full employment of men, including those with more adversity in early life and fewer educational credentials, was a temporary phenomenon of the mid-twentieth century. But advances in theory, method, and data availability mean that public mental health practitioners are in a strong position to carry out the classical role of mitigating the harms of social change.
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Conference papers on the topic "Credential Effects"

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Simplicio, Marcos A., Eduardo Lopes Cominetti, Harsh Kupwade Patil, Jefferson E. Ricardini, and Marcos Vinicius M. Silva. "The Unified Butterfly Effect: Efficient Security Credential Management System for Vehicular Communications." In 2018 IEEE Vehicular Networking Conference (VNC). IEEE, 2018. http://dx.doi.org/10.1109/vnc.2018.8628369.

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Floersheim, Bruce, and Jonathan Johnston. "The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.

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Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-prepared to engage in the more advanced learning required to pursue the STEM disciplines, a result that no amount of innovative teaching can correct. This paper will review the performance data from industrial nations at the 4th Grade and 8th Grade levels and illustrate curriculum differences between industrial countries producing higher percentages of STEM graduates. Examination of the performance effects of many variables, including number and sequencing of topics studied, time spent on homework, teacher credentials, access to technology, class size and dollars allocated per student, yields some surprising results. The problem is not as sensitive to many of these variables as one might expect. However, the variables that seem to provide promise for significant improvement from the current state of STEM education are related to topic coverage and manner of presentation. Final recommendations include reduction in the number of topics introduced in any given year with a corresponding reorganization of the curricula, to allow STEM teachers in the middle school to focus on the transitional learning that must occur to prepare for more advanced studies.
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Abdul Uzza, Aisyamariam, Analisa Hamdan, and Abtar Darshan Singh. "Improving Equity and Inclusion in Education using Virtual and Augmented Reality in Open Distance Learning." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.142.

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School closures due to the COVID-19 pandemic, have caused many countries to transform teaching and learning (T&L) using digital pedagogical techniques and tools. Educators and learners constantly communicated using networked devices such as smartphones and tablets to share content and to track learners’ learning progress. Also, many educational institutions across the globe rapidly built online courses and developed innovative online content in ensuring learning is continuous and responding to the challenges they faced in adapting and conducting online classes. Even though several countries have re-opened schools to foster various needs of learners, the pandemic did not stop education institutions to digitize their T&L approaches. The increasing number of affordable and more durable online courses in an Open Distance Learning (ODL) environment, for example, micro-credentials, have pushed education institutions to develop innovative programs and structures in improving the effectiveness of distance education. According to Ellysse (2021), virtual, augmented, and mixed reality (VR/ AR /MR) environments are more immersive, real, and motivating for learners and should be capitalized to bring a more transformative effect on the learning process. Apart from the effectiveness and impact of learning, it is also imperative that technological applications and use in classrooms should ensure inclusive and equitable principles are included to meet the social and emotional needs of students. Coupled with this, there is also a new generation of students entering college: they are digital natives who are connected 24/7 to their mobile devices (Harris, 2012) and it is important to ensure their learning needs are met too. Research by Sung (2014) using VR/AR combined with collaborative learning and the flexibility of mobile devices for a more ubiquitous experience may aid researchers in further improving inclusivity and equity of learning. Thus, creating lessons for ODL learners using VR/ AR /MR for a more inclusive and equitable environment necessitates looking at emerging pedagogical structures. In this paper, we sought to answer the research question: What are educators' perceptions and attitudes about using VR /AR technologies to improve equity and inclusion in education? Towards this, a qualitative study on the lecturer’s perception using purposive sampling was conducted. An open-ended survey questionnaire with responses from eight academicians were qualitatively analyzed using NVIVO 9. From the findings, most of educators believe and are aware that using VR/AR in the classroom can improve equity and inclusion. Finally, this study provides recommendations to educators and stakeholders in implementing AR/VR in their T&L approaches.
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Reports on the topic "Credential Effects"

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects. Cambridge, MA: National Bureau of Economic Research, November 2007. http://dx.doi.org/10.3386/w13617.

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